invotec XII:2 (2016) 76-80

Innovation of Vocational Technology Education

Available online at http://ejournal.upi.edu/index.php/invotec

The Evaluation of Industrial Based Learning Program to

Improve Vocational Student Skills Competency
Marlina
Universitas Pendidikan Indonesia, Indonesia
___________________________________________________________________________________________________________________________________

ARTICLE INFO ABSTRACT

Article history: This study was conducted based on the refinement or improvement of vocational
Received 11 Juni 2016 secondary education to anticipate the future needs and challenges to be
Received in revised form 14 July continuous alignment with the needs’ development of the business world of work,
2016 the development of science, technology, art and culture. The result of field
Accepted 28 July 2016 observation syndicate that the majority of graduates of vocational schools (SMK)
Available online 31 August 2016 cannot be absorbed in the job, since the competent cites they have do not fulfill
the demands of the working world yet. Problem formulation of this researches
"What industrial-based learning that can improve the competence of women's
fashion of vocational student sat dressmaking program? The research applies the
Keywords: evaluation research with the approach of model program evaluation CIPP
Industrial based learning (context, input, process, and product). The population is all classes of X1
Skill competency vocational schools in the City and County of Bandung, while the sample is the
Learning experience three vocational schools that apply the 2013 curriculum which covers a fashion
industry. Results of the study are: 1.The contexts of industrial-based learning
programs that exist at the time being are in accordance with the competency skills
women's clothing needed by the industry. 2. The existing industry-based learning
programs is appropriate. It is based on the data: a. The students’ condition:
background, motivations, and plans after graduation, b. The teachers’ condition:
Corresponding author: the educational background and learning experience, and .c. Industrial needs.
ninamarlina1986@gmail.com The entire programs which have been developed 90% are in accordance with the
needs of industry, d. Facility: there are still about 10-20%, which are not fulfilled
yet. 3. The process consists of three parts, namely: planning, implementation and
evaluation. The effectiveness of the learning plan already match the views of the
suitability of the formulation KI2, KI3, KI4, with the basic competencies, indicators
and goals. The Implementation learning category is very appropriate, since it was
applying the method, the media, the type of assessment and learning
environment in accordance with the purpose of learning that is able to apply
factual knowledge, conceptual and procedural. The evaluation of learning
activities in schools are already using authentic assessment. 4. The product.
Based on the previous evaluation context, input and process, there are
component of the industrial-based learning program that has been running quite
effective, but there are also some that have not been effective, yet. The
conclusions of research are: Industrial-based learning program evaluation through
the model CIPP (context, input, process, and product) is accomplished quit
optimal, thus recommends that the program should not be stopped, but it requires

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1. Introduction

The learning activities are an important part of all educational activities. Quality learning in strategic
positions in order to increase the quality of education. Improving the quality of learning in SMK is logical
demands of the development of science, technology and art (science and technology) is very rapid and the
demands of the business world industrial world (DU-DI).
Various problems often arise in the process, then their evaluation process of learning, especially in the
evaluation process industry based learning in vocational students’ dressmaking skills program, is able to
help the absorption of vocational graduates into the world of work according to expectations, namely
industry workforce to keep up with technology. Bei-News Edition 29 Year V, January-February 2006, states
that the fashion industry demands workers who have comprehensive knowledge of: ... production
preparations, fabric inspection and quality standard, sewing methods, inline inspections, labeling, trimming,
final quality control, technical knowledge about machines to identify the source of production faults,
leadership, motivation, discipline, ...
Of all the above phenomena, this study evaluates not only learning the components of student
attitudes alone, where the student is a component input in a program, but all learning components industry
based on the expertise of clothing should be thoroughly evaluated, because the components to one
another is a system that cannot be separated. In connection with that, this study chose context, input,
process, product (CIPP) as learning evaluation model based industry, because the four components
Stufflebeam evaluation model plays an important role and is needed in planning, implementing and
evaluating the program based learning industry. According to Stufflebeam (2003), the purpose of the
evaluation is to assess the overall context environmental readiness program, check if there are goals and
priorities are aligned with the needs, and assess whether the program is responsive to the needs. The
purpose of the evaluation input, input during the evaluation, experts, evaluators, and stakeholders to
identify or create a potentially relevant approach. Then they assess potential approaches and help
formulate a plan responsive. Evaluation process, assess periodically the extent to which the project is
carried out appropriately and effectively. Identify product evaluation and assessing the results of the
project, both in accordance with the purpose, or unwanted.

2. Formulation of the Problem

The problem of this research is "Is the industry-based learning program that can increase women's
fashion expertise competence in vocational students’ dressmaking skills program”.

3. Research Purposes

Referring to the formulation of the problems mentioned above, the purpose of research in general is to
produce industry-based learning evaluation which is expected to improve women's fashion expertise
competence of vocational students’ dressmaking skills program based on the conceptual underpinnings
that support by paying attention to field conditions. As for particular goals, as follows:
1) Obtain an overview context (curriculum, syllabus, lesson plans) based industries that are currently used
to upgrade the competence women's fashion expertise in vocational students Skills Program
dressmaking.
2) Get an overview of input (students, teachers, industry needs and facilities) on the existing industry-
based learning is now able to support the achievement of women's fashion expertise competence of
vocational students Skills Program dressmaking.
3) Obtain an overview of the process (activity of students, the teacher's activities and strategies) used
industry-based learning are now able to improve the competence of women's fashion expertise in
vocational students Skills Program dressmaking.
4) Knowing the product overview (learning outcomes) learning -based industries that would enhance the
competence of women's fashion expertise in vocational students Skills Program dressmaking.

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4. Framework Research

Based on the theoretical study and review of the results of previous studies, then built an industry
based learning framework to equip the working character of vocational students in the form of structural
models of the following :

Figure 1. Conceptual framework research

5. Methods and Research Design

1) The method used in this research is evaluative approach CIPP model (context, input, process, product).
Subjects in the study consisted of educators, students, the data documentation preparation of teaching.
2) Activity student / teacher.
3) Strategy learning dressmaking Vocational Skills Program. The population in this study is a class XI
student of SMK Tourism Skills Program dressmaking, Principal/WK 1 Curriculum and Program
Coordinator Expertise, partner / industrial.

Figure 2. Component Model CIPP

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6. Research Result

Research findings on the evaluation of industry-based learning program to improve the competence of
vocational students skills, as follows:
1. Context (context) based program industry learning in terms of curriculum, syllabus and lesson plans
can already be said to be in accordance with the technical guidelines there from all the existing
rules concerning the process of planning and making learning programs mainly based industries.
2. Input (input) program based learning on existing industries such as the conditions of the students
both in terms of background, interests of students, motivation in selecting competency skills and
expectations of students after graduating from the program expertise of fashion, has become one of
the major programs of each agency with receive support, guidance and direction of teachers and
support strategies and other learning components.
3. Process (process) industry based learning program consists of three parts, namely: planning,
implementation and evaluation. These three processes have been effective because the process is
in conformity with the formulation and determination of competence both core competencies and
basic competencies that will be implemented in the learning process. The integration of the results
of the process is an integrated part must continue to be developed in the student, these three
components describe the value of spiritual, social, cognitive, and skill, it is expected to impact
instructional and impact accompaniment of learning, especially on the graduates to be printed by
the institution and can be absorbed and required the industry as a partner.
4. Product (product) form of the process can be said to be effective when it created a process in
accordance with Standard Operating Procedures (SOPs) are capable of being recognized and able
to improve competency skills for the students, then the SOP in any evaluation of the industry based
learning programs should always modified continuously as a model program before continuing.

7. Conclusion

Based on the evaluation context, input and process, before the above, it can be concluded that there is
a component of industry-based learning program that has been running quite effective, but there are also
some that are not yet effective. Thus the industry-based learning program does not need to be stopped, but
still require modification program execution models more innovative before the resumed namely the
standard operational procedures that fit your characteristics based learning process industries. Their
standard operating procedures (SOP) is expected to be able to impact the learning process is more than a
learning model that is able to effectively improve the competence expertise in women's fashion in the SMK.
The results of the evaluation of the product or the intended learning from the implementation and
evaluation of industry-based learning effectively able to say when the next able to serve as one of the
models that became recommendation entire existing educational institutions, especially among Tourism
Vocational High School.

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